Learning on the boundary: the experience of casual relief teachers in New South Wales primary schools

Casual relief teachers (CRTs) replace the classroom teacher when they are absent and perform their duties as professionals in an often unfamiliar school environment. This research investigated the experiences of five CRTs in New South Wales schools. A sociocultural lens was used to examine how these CRTs operate within a school's community of practice through their legitimate peripheral participation. Data were collected through semi-structured interviews to explore the advantageous nature of casual teaching, including the strengths they developed as a CRT. Their responses were analysed through thematic content analysis to discern the emergence of major themes. The results of this study highlighted the participants' ability in adapting to the transient nature of their role and using their position on the periphery to learn about schools' rituals, rules and routines. This study builds a foundation for further research about the impact of CRTs in classrooms and the significance of their role in school communities.